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OCCT11002 - Introduction to Occupational Therapy Theory and Practice

General Information

Unit Synopsis

This unit will provide students with a clear understanding of the the fundamental theoretical frameworks that guide occupational therapy practice. An historical overview of the profession will be presented so that students can contrast the changes and plot the evolution of occupational therapy practice over the past century. The practical application of occupational theory as it drives contemporary occupational therapy practice will be introduced via one key occupational therapy practice model. Students will be introduced to the regulatory and professional bodies guiding ethical occupational therapy practice locally and internationally. Skill development will focus on the acquisition of qualiative and quantitative information gathering techniques including interviewing and the application of standardised and non standardised assessments.

Details

Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the unit.

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2018

Term 1 - 2019 Profile
Bundaberg
Rockhampton
Term 1 - 2020 Profile
Bundaberg
Rockhampton
Term 1 - 2021 Profile
Bundaberg
Rockhampton
Term 1 - 2022 Profile
Bundaberg
Rockhampton
Term 1 - 2023 Profile
Bundaberg
Rockhampton
Term 1 - 2024 Profile
Bundaberg
Rockhampton
Term 1 - 2025 Profile
Bundaberg
Rockhampton

Attendance Requirements

All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Practical and Written Assessment 30%
2. Practical and Written Assessment 40%
3. Presentation and Written Assessment 30%
4. Portfolio 0%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University's Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 1 - 2024 : The overall satisfaction for students in the last offering of this course was 42.86% (`Agree` and `Strongly Agree` responses), based on a 26.92% response rate.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Source: SUTE comments, teaching staff reflections.
Feedback
Some students did not feel well prepared for the first essay assessment task.
Recommendation
It is recommended that more explicit preparation for the first assessment task be incorporated into class content, including continued engagement with the ALC.
Action Taken
Class time was allocated to discussing the essay requirements, including a presentation from the ALC.
Source: SUTE comments
Feedback
Students did not always understand the relevance of some content.
Recommendation
It is recommended that links between content and clinical practice be highlighted more explicitly.
Action Taken
Links to clinical practice were included in class content. Workshops included discussions about practice issues.
Source: SUTE comments, informal student feedback, teaching team reflections.
Feedback
Simulated interview practice and assessments were important learning experiences.
Recommendation
It is recommended that interview skills development through use of simulated clients remains an integral part of the unit.
Action Taken
Interview practice with simulated clients continued as a key workshop activity.
Source: SUTE comments
Feedback
Students requested greater variety in learning resources and class structure to suit different learning styles.
Recommendation
It is recommended that class content and structure be reviewed and revised as needed.
Action Taken
A variety of learning resources and activities were used, including videos, in-class discussions and problem solving activities.
Source: SUTE comments, informal student feedback, unit coordinator reflections.
Feedback
Presentation of content was often rushed, students suggested more time was needed for practical tasks.
Recommendation
It is recommended that workshop length is increased in 2025 to enable more time to be spent on practical tasks and prevent rushing of content.
Action Taken
In Progress
Source: SUTE comments
Feedback
Some students stated that they had limited understanding of how the content linked to occupational therapy practice.
Recommendation
It is recommended that more practical examples of occupational therapy practice be incorporated into teaching content, e.g., presentations from practicing clinicians.
Action Taken
In Progress
Source: SUTE comments, informal student feedback, educator observations.
Feedback
Some students found it difficult to engage with content delivered primarily from a remote campus.
Recommendation
It is recommended that teaching and leading classes be more evenly divided between educators to ensure maximum engagement from all students, regardless of campus location.
Action Taken
In Progress
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Explain the theory and philosophy that underpins the profession of occupational therapy.
  2. Demonstrate an understanding of the development and scope of the occupational therapy profession over time.
  3. Describe the occupational therapy practice process across various contexts.
  4. Conduct person-centred information gathering processes.
  5. Comply with the regulatory and professional body requirements for occupational therapy student practice.

This content contributes to the development of Occupational Therapy Australia Competencies for Entry Level Practitioners.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Practical and Written Assessment • • •
2 - Practical and Written Assessment • •
3 - Presentation and Written Assessment • •
4 - Portfolio • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Communication • • • •
2 - Problem Solving • • •
3 - Critical Thinking • • • •
4 - Information Literacy • •
6 - Information Technology Competence • • •
7 - Cross Cultural Competence • •
8 - Ethical practice • • • • •
Alignment of Assessment Tasks to Graduate Attributes
• Introductory Level
• Intermediate Level
• Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10
1 - Practical and Written Assessment • • • • •
2 - Practical and Written Assessment • • • • •
3 - Presentation and Written Assessment • • • • • •
4 - Portfolio • • • •